共查询到20条相似文献,搜索用时 15 毫秒
1.
Heng-Yu Ku Howard J. Sullivan 《Educational technology research and development : ETR & D》2002,50(1):21-34
This study investigated the effects of personalized instruction on the achievement and attitudes of Taiwanese students on
two-step mathematics word problems. A total of 136 fourth-graders in a Taiwanese public school participated in the study.
Subjects initially completed a Student Survey on which they chose their favorite foods, sports, stores, classmates, and other
selections. The most popular items were then used to create personalized math word problems for the pretest, personalized
instructional program, and posttest. Subjects were blocked by ability based on their pretest scores and were randomly assigned
within ability levels to either a personalized or nonpersonalized version of the print-based instructional program. After
finishing the program, subjects completed a student attitude survey and the posttest. A repeated-measures univariate analysis
of variance revealed that subjects in the personalized treatment made significantly greater pretest-to-posttest gains than
those in the nonpersonalized treatment. Subjects also performed significantly better on the personalized pretest and posttest
problems than on the nonpersonalized problems. Personalized subjects and higher-ability students both had significantly more
positive attitudes toward the instructional program than did their nonpersonalized and lower-ability counterparts.
This research was conducted while he was a doctoral student at Arizona State University. 相似文献
2.
Lerdpornkulrat Thanita Koul Ravinder Poondej Chanut 《Tertiary Education and Management》2018,24(4):395-408
Tertiary Education and Management - The purpose of this study was to examine student perceptions of the learning environment in their program major and general education classrooms. The... 相似文献
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Thanita Lerdpornkulrat Ravinder Koul Chanut Poondej 《Tertiary Education and Management》2013,19(4):395-408
AbstractThe purpose of this study was to examine student perceptions of the learning environment in their program major and general education classrooms. The participants were 870 undergraduate students majoring in engineering, fine arts, education, economics and nursing programs at a university in Thailand. We found significant differences in the perceptions of the classroom learning environment across various disciplines. Engineering and economics students perceived the learning environment in general education classrooms as more cooperative than the learning environment in program major classrooms. Fine arts and nursing students perceived greater involvement among students in the program major classrooms than in the general education classrooms. Our findings contribute to the body of research on inter-disciplinary differences in classroom learning environments in universities and the ways in which these differences may impact student learning outcomes. 相似文献
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Nicholas Vernadakis Eleni Zetou Efi Tsitskari Maria Giannousi Efthimis Kioumourtzoglou 《Education and Information Technologies》2008,13(3):167-183
The purpose of this study was to examine the effect of multimedia computer-assisted instruction (MCAI), traditional instruction
(TI), and combined instruction (CI) methods on learning the skill of shooting in basketball. Additionally, a comparison of
the students’ attitudes towards the MCAI and TI methods was made. Seventy-five middle school students of seventh and eighth
grade were randomly assigned into three teaching method groups: TI, MCAI and CI. Each group received ten 45-min periods of
instruction divided into three sections: (a) 5-min introduction, (b) 30-min instructional time and (c) 10-min questions and
review. Students took pre-, post-, and retention written test covering techniques and rules of the games. Participants in
the CI group also completed a post-test attitude survey towards the MCAI and TI methods. Two-way analysis of variances (ANOVA),
with repeated measures on the last factor, were conducted to determine effect of method groups (MCAI, TI, CI) and measures
(pre-test, post-test, re-test) on knowledge test. Paired samples t-test analyses were conducted to measure students’ attitude
towards the MCAI and TI methods. Post-test results indicated no significant differences between the groups concerning the
written test. Nevertheless, the attitude test scores of the CI group were more favourable to MCAI method than the TI method.
Retention test results showed that groups retained the knowledge acquisition. However, the combine method of instruction tended
to be the most effective on cognitive learning. 相似文献
8.
Wolfgang Lenhard Herbert Baier Darius Endlich Wolfgang Schneider Joachim Hoffmann 《Journal of Research in Reading》2013,36(2):223-240
There are many established reading strategy training programmes, which explicitly teach strategic and meta‐cognitive knowledge to improve reading comprehension. Although instruction in strategy knowledge leads to improvements in meta‐cognitive skills, the effects do not always transfer to reading comprehension. Therefore, to investigate preconditions for knowledge transfer, two different strategy training programmes were implemented in nine classes of Grade 6 students (N = 148) over the course of one school year. One programme involved teacher‐directed instruction of declarative meta‐cognitive knowledge (Reading Detectives; Rühl & Souvignier, 2006). The other aimed at improving executive meta‐cognition by guided practice: students worked with a computer program based on latent semantic analysis (LSA) (conText) and received immediate feedback on written summaries. Although both groups improved their strategy knowledge to the same extent, the conText group showed a greater improvement in reading comprehension. These fndings suggest that guided practice, which is characterised by intensive practice and individualised corrective feedback, is superior to explicitly teaching strategy knowledge. 相似文献
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This article addresses the question: To what extent do tertiary teachers and students have similar understandings of what engages students in classroom settings? It employs data from a funded research project in Aotearoa New Zealand that draws on selected questions from two surveys. One survey asked students how important nine selected teacher behaviours were in engaging them in learning, the other asked teachers what priority they put on these behaviours and how important they thought they were to students. The selected questions were drawn from an extensive research literature identifying teacher behaviours that engaged students. The article reports that teachers and students had some similar but more dissimilar perceptions about what engages students. Suggested reasons for the differences are discussed. 相似文献
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B. Matthew Smart D. Patrick Saxon 《Community College Journal of Research & Practice》2016,40(5):394-400
A study was conducted at a community college in northeast Alabama to determine how the format of developmental English courses impacted student withdrawal rates and final grades. The two course formats examined were online/hybrid and face-to-face courses. Data were obtained from a 4-semester time frame: fall 2012, spring 2013, summer 2013, and fall 2013. It was determined that students enrolled in the online course were far more likely to withdraw from the course or attain a nonpassing, nontransferable grade than their counterparts who chose the face-to-face course format. The researchers found similar results to larger studies at community colleges in Virginia and the state of Washington. 相似文献
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Careers in dairy: adolescents perceptions and attitudes 总被引:1,自引:0,他引:1
Marion Beecher Monica Gorman Paidi Kelly Brendan Horan 《The Journal of Agricultural Education and Extension》2013,19(5):415-430
ABSTRACTPurpose: This paper examines the attitudes and perceptions of Irish adolescents towards potential careers in dairy farming within the context of generational renewal for a dynamic agri-food sector.Design/methodology/approach: The lens of occupational choice theory was used to present a framework within which potential careers are considered. A questionnaire-survey was undertaken with 490 Irish adolescents (15–18 yrs).Findings: While parents have the greatest influence on the career choices of adolescents, there was a positive correlation between studying agricultural science in school and considering an agricultural related career. Adolescent's attitudes towards careers in dairy farming were subject to perceptions about gender, farm ownership, potential income and work-life balance. There was a high degree of openness to gaining work experience on dairy farms.Practical implications: With an increased interest in agricultural science in second level schools in Ireland, the findings point to opportunities to influence awareness and attitudes of adolescents and their parents about career possibilities in dairy farming and to encourage both familial and non-familiar generational renewal.Theoretical implications: The paper contributes an understanding of career choices and aspirations in adolescence to add to the growing body of literature on generational renewal in farming.Originality/value: This paper focuses specifically on dairy farming, providing more detailed information about adolescents’ perceptions of dairy farming careers. The study highlights the positive relationship between studying agricultural science in school and subsequent interest in agricultural related careers. The results indicate that generation renewal in agriculture can be enhanced by giving increased attention to agriculture in school curricula. 相似文献
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Dale C. Brandenburg Jeffrey A. Slinde Enrique E. Batista 《Research in higher education》1977,7(1):67-78
Using 3,355 class section means, the relationship between six predictor variables and student ratings of instruction (CEQ) was investigated by computing the intercorrelation matrix among all variables and by performing several regression analyses. Results of the study indicated that all linear interactions were negligible and that more than one-fourth of the criterion variance was shared with all the predictor variables. Two predictor variables, expected grade and required-elective, provided extremely large contributions to the prediction of the criterion measure, however. Implications of the validity results with respect to normative data and thus to the administrative use of the ratings were illustrated. 相似文献
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Rutgers College, the oldest college of Rutgers, The State University of New Jersey, relies solely on peer instructors to teach its first‐year seminar course. The authors offer a look inside the selection and training of these peer instructors and share the students' thoughts on their experiences. 相似文献
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The authors' purpose in this study was to compare the effectiveness of two instructional approaches on mildly handicapped and nonhandicapped students' science achievement. Students were assigned at random to one of two conditions: (a) direct instruction, and (b) discovery teaching. The content of the lessons remained constant across conditions and focused on such concepts as displacement, flotation, variable, controlled experimentation, and scientific prediction. The results show that students in both groups learned equally well as measured by an immediate posttest. However, students in the discovery teaching condition outperformed their direct instruction counterparts on a retention test administered two weeks after the posttest. Finally, learning-disabled students in the discovery condition performed better than their direct-instruction counterparts on a performance-based measure designed to assess generalization. Implications for research and for practice are discussed. 相似文献
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Kenneth B. Clark 《Communication quarterly》2013,61(2):20-22
After an acrimonious and unsuccessful strike attempting to unionize the steel industry in 1919, the Senate's Labor Committee held hearings to ascertain the causes. Elbert H. Gary, chief executive officer of the United States Steel Corporation, refused repeatedly to give the Senators an adequate explanation of his position on the open shop controversy. His testimony provides an example of the rhetorical strategy of “stonewalling.” 相似文献
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Esther Chiner Victoria E. Garcia-Vera 《European Journal of Engineering Education》2017,42(6):1455-1466
The purpose of this study was to examine students’ computer attitudes and experience, as well as students’ perceptions about the use of two specific software applications (Google Drive Spreadsheets and Arquimedes) in the Building Engineering context. The relationships among these variables were also examined. Ninety-two students took part in this study. Results suggest that students hold favourable computer attitudes. Moreover, it was found a significant positive relationship among students’ attitudes and their computer experience. Findings also show that students find Arquimedes software more useful and with higher output quality than Google Drive Spreadsheets, while the latter is perceived to be easier to use. Regarding the relationship among students’ attitudes towards the use of computers and their perceptions about the use of both software applications, only a significant positive relationship in the case of Arquimedes was found. Findings are discussed in terms of its implications for practice and further research. 相似文献
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Jay Alden 《Performance Improvement》2007,46(6):42-48
Human performance technology professionals often seem disdainful of measuring attitudes. Yet we need to measure them to determine such things as user satisfaction and product appeal. A distinction can be made between a quantitative approach to the measurement (questionnaire) and a qualitative approach (opinionnaire). Questionnaires are appropriate for determining trends and making critical organizational decisions, and opinionnaires are appropriate for exploring opportunities for performance improvement. Appearing identical in form, they differ significantly in their development, testing, and application. 相似文献
19.
Doreen Lupaschuk Carolyn Yewchuk 《International journal for the advancement of counseling》1998,20(4):301-318
Occupational aspirations of school children are undergoing changes as more men and women enter nontraditional spheres of work. Nevertheless, Papageorgiou (1982) reported that the overwhelming majority of a sample of upper elementary through high school students in Colorado regarded traditional gender roles as their only choice, and gender role stereotyping as placing serious limitations on career choices, particularly for females. In this article, we describe a replication of Papageorgiou's study in a western Canadian school district, with similar results. Gender-role stereotyping still appears to dominate the occupational aspirations of the majority of school children. Implications are drawn for counsellors interested in promoting career aspirations based on abilities and interests rather than gender-role stereotypes. 相似文献
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Anna Planas Lladó Lídia Feliu Soley Rosa Maria Fraguell Sansbelló Gerard Arbat Pujolras Joan Pujol Planella Núria Roura-Pascual 《Assessment & Evaluation in Higher Education》2014,39(5):592-610
Peer assessment provides students with multiple benefits during their learning process. The aim of our study is to examine students’ perception of peer assessment. Questionnaires were administered before and after the peer-assessment process to 416 students studying 11 different subjects in four different fields taught at the University of Girona. Results suggest that students have a positive predisposition towards this methodology, both before and after its implementation. Students perceive it as a both motivating and recommended methodology that facilitates the acquisition of learning at different levels. As for its limitations, students highlight the responsibility that comes with it and a certain amount of distrust in fellow students’ abilities to peer-assess. 相似文献